DBM® The Art and Science of Effective Guiding for Personal and Professional Development

Through his change work using DBM® Re-Modelling and Developmental Modelling John McWhirter, through the early 2,000’s, realised that he was increasingly using Guiding, initially in his guiding of unconscious processing and then in guiding conscious attention. From here he identified that this was a major component of the change work of Milton Erickson. John identified the different ways used by Erickson to guide conscious and unconscious processing. These skills in Guiding have been generally overlooked by his students. Also, in re-listening to the lectures of Gregory Bateson, the same processes of guiding were evident. John has also identified how many other educators and therapists used guiding as part of their teaching and change work.

This led John to model guiding more and make further developments, exploring a wide range of different examples of guiding, from tourist and nature guides through to sheep dogs and guide dogs.

Through his modelling of an extensive range of different types of guiding John identified the central importance of the role of the environment for effective guiding, whether the environment was a city, a forest, an individual mind, a family or a workplace.

It in only recently that guiding became a formal change role in the DBM® Consultancy model and very recently a major part of the extended Consultancy Model and the World Management Model that includes “Ecological Modelling”.

There are different skills used in guiding compared with, for example, coaching, counselling, and therapy, although guiding is often used within these.

John has also identified the important role of Self-Guiding. He has also identified many ways in which the lack of guiding self and others or poor guiding can be damaging and how to effectively change the guiding.

In this new practical workshop John will teach many of his new developments from modelling Guiding and his creating of new distinctions, models, and skills for active Personal and Professional development.

Benefits from participating in the training include:
Increased understanding of how guiding works and how to change ineffective guiding.

Identifying the relevance of the environment what to prioritise in it, and how best to guide though it.

How to guide thoughts, feelings, and behaviours for themselves and others more effectively.

Develop observation skills, language skills, leading and following skills.

Increased appreciation of the value and effectiveness of guiding.

How to use guiding in all areas of personal and professional applications.

Increased understanding and application of many DBM® distinctions, models, and skills.

The Syllabus includes:
Identifying Relevant Knowledge bases.

Skills in Passive Guiding and Active Guiding.

Skills in Indirect and Direct guiding.

Skills in Direct Guiding of Conscious and Unconscious Processing.

Differences between Telling and Guiding.

Skills in Leading and Following for Guiding.

Identifying the relevance of the environment what to prioritise in it, and how best to guide though it.

Identifying the most important goals of guiding: Effect, Affect, Impact, and how to achieve them.

Degrees of Guiding for Personal and Professional Change: Showing, Telling, Instructing, Leading to find, Setting up to discover, Exploring.

Adding and creating value through Guiding.

Guiding experiences, past, present, and future.

Identifying relevant experiences: universal through to particular experiences.

Identifying and utilising key knowledge and experiences.

Guiding to create New Experiences, new Possibilities, Ideas, and Actions.

Skills in Evaluative Guiding.

Skills in Exploratory Guiding.

Skills in Self-Guiding.

Guiding and nurturing in the World-Managing Model.

Applications in Therapy, Coaching, Teaching, Personal, and Professional Development.